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Our Federation Highlees Primary School
Eyrescroft Primary School

Eyrescroft
Primary School

Inspire • Achieve • Celebrate

Pupil Premium

EYRESCROFT PRIMARY SCHOOL

PUPIL PREMIUM GRANT

The Pupil Premium Grant is additional funding given to schools and academies to:

  • raise the attainment of disadvantaged pupils and close the gap between them and their peers.

  • support children and young people with parents in the regular armed forces.

  • It was first introduced in April 2011. Since then the amount schools and academies receive has increased. Schools and academies will receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years (Ever6).

FUNDING ALLOCATION FOR 2018-2019 (this has not changed)

  • £1,320 for each eligible primary aged pupil

  • £1,900 for each Looked After Child

  • £300 for each Service Child

The Department for Education has clear expectations how the Pupil Premium Grant may be spent;

  • for the purposes of the school ie; for the educational benefit of pupils registered at that school

  • for the benefit of pupils registered at other maintained schools or academies

  • on community facilities eg; services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated

The grant does not have to be completely spent by schools in the financial year beginning 1 April 2018; some or all of it may be carried forward to future financial years.

KEY PRINCIPLES FOR USING THE PUPIL PREMIUM GRANT AT EYRESCROFT PRIMARY SCHOOL:

1.      Eyrescroft has an academy wide commitment to raise achievement for pupils who are eligible

       for Pupil Premium and knows these pupils must make faster progress than non-eligible pupils  

         and is determined to achieve this.

2.      Eyrescroft never confuses eligible pupils with low ability and strives to ‘bring out the best’ in

         this group of pupils and support them to achieve the highest levels.

3.      Eyrescroft creates an overall package of support aimed to tackle the range of barriers

         including; attendance, behaviour, external factors, professional development focussing on

         improving outcomes for eligible pupils, improving the quality of teaching and learning,

         language acquisition, parental engagement, opportunities for first hand experiences and

         development of literacy and numeracy skills.

4.      Eyrescroft uses assessment systems to track and enable thorough analysis of data (Reading,

         Writing and Maths) to identify pupils who are underachieving and why.

5.      Eyrescroft directs resources and interventions to accelerate progress of eligible pupils in order

         to strive to diminish the difference in the gap in attainment with non-eligible pupils.

6.      Eyrescroft uses data to carefully track the impact of targeted spending (interventions,

        projects or pedagogy) on attainment and progress of eligible pupils.

7.      Senior Leaders have a clear overview of how funding is allocated and the difference it is

        making to the outcomes of pupils termly.

8.      Eyrescroft ensures class teachers, phase leaders and subject leaders know which pupils are

         eligible for Pupil Premium so they can take responsibility for accelerating progress and

         accountability is shared across the academy.

9.      The Local Governing Body is ambitious for pupils and closely monitors the academy’s

        effectiveness in closing the gap between different groups of pupils.

Eyrescroft is a diverse primary school with 39% of pupils being eligible for the Pupil Premium Funding compared to 24% nationally. 16% of our eligible pupils have a Special Educational Need.. 40%  have English as an additional language compared to 21% nationally.

The school has identified the following barriers:

We believe a  multi-faceted approach offers the best opportunity for eligible pupils to succeed and the gap between eligible and non-eligible pupils closes. We believe the key to narrowing the gap between the highest and lowest achieving pupils is thorough QFT. The school regularly monitors the impact of actions and interventions through observations, pupil interviews, work scrutiny as well as tracking of pupil attainment and progress.

SCHOOL PROFILE FOR ELIGIBLE PUPILS - SEPTEMBER 2018

Performance Data

SUMMARY OF EYFS PERFORMANCE IN 2017 – 2018 (UNVALIDATED DATA)

SUMMARY OF END OF KS1 PERFORMANCE IN 2017 – 2018 (UNVALIDATED DATA)

SUMMARY OF END OF KS2 PERFORMANCE IN 2017 – 2018 (UNVALIDATED DATA)

PHONICS SCREENING

Phonics percentages attaining the expected standard Years 1 and 2 trend

ATTENDANCE DATA 2016 - 2018

Results from 2018 Statutory Assessment at the end of Key Stage 2 (unvalidated data) show a marked improvement in the percentage of eligible pupils achieving the expected standard in Reading, Writing and Maths combined from 17% in 2017 to 50% in 2018 and are in line with like for like pupils (51%) . Despite the improvement, standards remain below National comparators.  There has been:

  • +52% improvement in Reading (21% to 73%) in pupils achieving the expected standard and +14% achieving the higher standard

  • + 26% improvement in Writing (33% to 59%)  in pupils achieving the expected standard and +5% achieving the higher standard

  • +21% improvement in Mathematics (38% to 59%)  in pupils achieving the expected standard and +14% achieving the higher standard

  • +33% improvement in Reading, Writing and Maths combined

A slight improvement in Key Stage 1 has occurred, 4% increase in Reading, Writing and Maths. Overall standards remain well below National comparators.

Phonics data at the end of Year 1 shows a 21% improvement in 2018 and the difference has reduced from 48% to 28%. Data in 2018 is an improving picture with the percentage of disadvantaged pupils achieving the expected standard exceeding all pupils.  2017 school data for Phonics indicate pupils eligible for pupil premium have continued to show an improving picture.

Data would indicate a plateau in Year 2 between 2017 and 2018, however high levels of mobility is impacting on the data.

The  extensive work to promote and improve attendance is not reflected in the 0.2% improvement in overall attendance, unauthorised absence improved by 0.16%. Persistent absence has increased during 2017-2018 remains in line with National data (21%).